Relações com o saber: um estudo das políticas educacionais e da percepção de estudantes do ensino médio

Abstract

The research “The relation with the knowledge: a study of the Education Policies and of the high school students‟ perception” was conducted by the following goals: understand, by a documentary study, what the legislation think about the relation with the knowledge; investigate the meaning the high school students give to the knowledge and which ones they prioritize at school; remake the concepts of relation and knowledge based on Bernard Charlot‟s thoughts. The research was conducted by the following questions: Why should people study and do it at school? Which are the values the students consider most? How do the educational policies post law of guidelines and bases from 1996, treat the relation between the student and the knowledge? The research methodology was done by a literature and documentary study and making workshop with the high school students. The main concept of the research is the relation of the knowledge developed by Bernard Charlot in many of his books. According to Charlot, the relation that a person has with the knowledge is a way of relation with the world, through the different influences gotten by the environment in which he lives, because he shares this knowledge with himself and with the others. Charlot says that the relation to the knowledge involves a set of relatioships that a person keeps with an object, a content of thinking, an activity, that are related to the knowledge, this way it is a relation to the language, to the time and to the action he has in the world. This dissertation is organized in three chapters, besides the introduction and the conclusion. In the first chapter, with the title “the relation between the student and the knowledge: an analysis of educational legislation” a study of the educational policies post LDB from 1996, observing how the relation to the knowledge is done. In this context of worries, some documents, as the LDB from 1996, the national education plans from 2000 to 2010 and the ones from 2014 to 2024 were analyzed. With the same goal, the national curriculum guidelines of average education and the polytechnics education proposed by the government of the state of Rio Grande do Sul, were also analyzed. It was concluded that the relation to the knowledge is not a problem to the legislation. On the second chapter, the relation to the knowledge concept was remade based on Bernard Charlot‟s thoughts. On the third, the research made with 57 high school students from a school in Erechim is shown. A questionnaire and six theme workshops were done. The workshops goal was to understand the way the students act with the knowledge and which relation he made with it. After this investigating way, it could be possible to conclude that the legislations did not worry specially with the relation to the knowledge. During the workshops, the students showed how much the family‟s teaching was important in their lives, even more than the school teaching. The school is understood as a place where something new is learned, but the school learning that has relation to the family e xperiences are the most important. Some teenagers highlighted that the knowledge has a relation to a better life condition.